A Bilingual-Bicultural Education Institute was conducted on the Choctaw Reservation to identify specific competencies needed by teachers in a bicultural school setting and to explore the use of criterion-referenced measurement in assessing level of performance of the participants. Of the forty people who participated in the Institute, twenty-one were teacher aides whose dominant language is Choctaw, while nineteen were teachers whose dominant language is English. A performance checklist was developed from the objectives specified in the grant proposal to provide bilingual-bicultural education for Choctaw children in Mississippi. An instruction period was then carried out dealing with many facets of bilingual-bicultural teaching and Choctaw language. Pre- and post-self-evaluation and post-supervisor's evaluations were obtained from the performance checklist. The Chi Square statistic was utilized to compare distribution of the pre- and post-self-evaluations and the post-self-evaluations with the post-supervisors' evaluation of the participants. There was a significant difference between the distributions of the pre- and post-self-evaluations. It was concluded from the study that competency based teacher training is needed to equip teachers with skills and competencies needed to work in bilingual-bicultural school settings. Also, the application of criterion referenced measurement to bilingual-bicultural competency based teacher training programs should be further examined. Tables show distributions of pre- and post-evaluations and post-self and supervisor's evaluations of Choctaw and nonChoctaw participants. The performance checklist is also included. (Author/SK)